Process and Product: A Review of the Research on LD Children's Writing Skills

In the last decade we have witnessed a renewed interest in writing research and instruction in both regular and special education. Although regular education researchers have moved away from a product focus, instead examining the writing process, many contend that special education research has continued to focus on product errors while neglecting the processes involved in composition and spelling. This article contains a review of the writing research literature published during the last five years. Both composition and transcription studies conducted with elementary-aged LD subjects were examined. Conclusions of the studies as well as their implications for writing instruction and research are discussed.

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Research in Writing Instruction and Assessment: Current and needed research to improve student writing

Westcliff International Journal of Applied Research ◽

10.47670/wuwijar201712rcmjoh ◽

2017 ◽

Vol 1 (2) ◽

pp. 6-15 ◽

Cited By ~ 1

Author(s):

MJ Outcault Hill ◽

Robert Caldwell

Keyword(s):

Narrative Analysis ◽

Academic Writing ◽

Teaching Methods ◽

Writing Process ◽

Writing Skills ◽

Research Literature ◽

National Commission ◽

Student Writing ◽

High Stakes ◽

Alternative Teaching

Discussions among educators at almost any level will invariably result in one point of agreement: students at all levels are under-prepared in writing skills. Unfortunately, this is a conclusion that also predominates much of the research literature on the improvement of student writing as well. Despite the importance attached to high-stakes academic writing skills, research has contributed little insight about the challenges students face with academic writing tasks. Llosa, Beck, and Zhao (2011) point out that the National Commission on Writing in America’s Schools and Colleges found that this lack of understanding of the writing process was so significant that they identified writing as, the “Neglected ‘R’ (National Commission on Writing, 2003; Llosa, Beck and Zhao, 2011). In the following paper, authors Caldwell and Outcault Hill present a broad review of the areas of research into the writing process and assessment of writing and suggest areas where further research is needed. Their discussion focuses on 1) Research related to the influence of Cognitive function on the writing process, 2) Research into teaching various genres such as exposition, argument, narrative, analysis, and creative writing, 3) Research on the assessment of writing, and finally, 4) Research on alternative teaching methods.

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Journal Relationships in Special Education

Council review ◽

10.1177/001440297203800903 ◽

1972 ◽

Vol 38 (9) ◽

pp. 695-703 ◽

Cited By ~ 8

Author(s):

Francis Narin ◽

Daniel Garside

Keyword(s):

Special Education ◽

Education Research ◽

General Education ◽

Research Literature ◽

Journal Literature ◽

Education Literature ◽

Psychology Literature ◽

Relationship Of ◽

The Relationship ◽

Selection Of

The bibliographic citations in a selection of special education, general education, and psychology journals were analyzed to determine the journals of importance to special education research and the relationship of the special education literature to the general education and psychology literature. It was found that the journal literature of psychology is cited heavily both by journals in special and general education and also that special education journals minimally cite general education journals. The structure of the research literature resembles the letter Y, with the two upper branches of special and general education rather independent of each other but both dependent on a common base of psychology.

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Embedded writing instruction in the first year curriculum

Journal of Learning Development in Higher Education ◽

10.47408/jldhe.v0i0.186 ◽

2012 ◽

Author(s):

Paula Bernaschina ◽

Serengul Smith

Keyword(s):

University Students ◽

Writing Instruction ◽

Writing Process ◽

Science And Technology ◽

Writing Skills ◽

Employability Skills ◽

First Year ◽

Good Writing

For many university students writing is a struggle and this may be more pronounced for students studying the sciences and technology. They may not foresee the need for good writing skills for their future employability. This case study discusses and critically analyses progress so far with integrating the writing process into the wider employability skills framework devised by the School of Science and Technology (S&T) at Middlesex University. It discusses areas of the thinking and writing process and highlights issues that have come to the forefront as a result.

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